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Calculus Reform. Or, as many would prefer, calculus renewal. These
are terms that, for better or worse, have become a part of the
vocabulary in mathematics departments across the country. The
movement to change the nature of the calculus course at the
undergraduate and secondary levels has sparked discussion and
controversy in ways as diverse as the actual changes. Such
interactions range from "coffee pot conversations" to university
curriculum committee agendas to special sessions on calculus
renewal at regional and national conferences. But what is the
significance of these activities? Where have we been and where are
we going with calculus and, more importantly, the entire scope of
undergraduate mathematics education? In April 1996, I received a
fellowship from the American Educational Research Association
(AERA) and the National Science Foundation (NSF). This fellowship
afforded me the opportunity to work in residence at NSF on a number
of evaluation projects, including the national impact of the
calculus reform movement since 1988. That project resulted in
countless communications with the mathematics community and others
about the status of calculus as a course in isolation and as a
significant player in the overall undergraduate mathematics and
science experience for students (and faculty). While at NSF (and
through a second NSF grant received while at the American
Association for Higher Education), I also was part of an evaluation
project for the Institution-wide Reform (IR) program.